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Wikipedia

Adult education

Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values.[1] It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner.[2] and to ensure the fulfillment of an individual.

Exemplary situation – a workshop

In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for the learning, and that the learning itself should respond to their needs.[3]

Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalization and technology.[4] The oldest man to enroll in primary school in Kenya is one Kimani Ng’ang’a Maruge who was an 84 year old from Kariobangi Nairobi.[5]

The learning happens in many ways and in many contexts just as all adults' lives differ.[6] Adult learning can be in any of the three contexts, i.e.:

  • Formal – Structured learning that typically takes place in an education or training institution, usually with a set curriculum and carries credentials;
  • Non-formal – Learning that is organized by educational institutions but non credential. Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups;
  • Informal education – Learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure (e.g. community baking class).[7][8]

The World Bank's 2019 World Development Report on The Changing Nature of Work[9] argues that adult learning is an important channel to help readjust workers' skills to fit in the future of work and suggests ways to improve its effectiveness.

Characteristics

Educating adults differs from educating children in several ways given that adults have accumulated knowledge and work experience which can add to the learning experience.[10] Most adult education is voluntary, therefore, the participants are generally self-motivated, unless required to participate by an employer.[11][12] The practice of adult education is referred to as andragogy to distinguish it from the traditional school-based education for children - pedagogy. Unlike children, adults are seen as more self-directed rather than relying on others for help.

Adults are mature and therefore have knowledge and have gained life experiences which provide them a foundation of learning. An adult's readiness to learn is linked to their need to have the information. Their orientation to learn is problem-centered rather than subject-centered. Their motivation to learn is internal.[12]

Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge they gain will help them further their goals. For example, during the 1990s, many adults, including mostly office workers, enrolled in computer training courses. These courses would teach basic use of the operating system or specific application software. Because the abstractions governing the user's interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers.

The purpose of adult education in the form of college or university is distinct. In these institutions, the aim is typically related to personal growth and development as well as occupation and career preparedness. Adult education that focuses specifically on the workplace is often referred to as human resource development. Another goal might be to not only sustain the democratic society, but to even challenge and improve its social structure.[1]

A common problem in adult education in the US is the lack of professional development opportunities for adult educators. Most adult educators come from other professions and are not well trained to deal with adult learning issues. Most of the positions available in this field are only part-time without any benefits or stability since they are usually funded by government grants that might last for only a couple of years.

However, in some countries, which contain the advanced systems of adult education, professional development is available through post-secondary institutions and provide professional development through their ministry of education or school boards and through nongovernmental organizations.[13] In addition, there are programs about adult education for existing and aspiring practitioners offered, at various academic levels, by universities, colleges, and professional organizations.[14]

Adult educators have long maintained commitments to racial justice and other forms of social justice struggle.[15][16] which included extensive work at Freedom Schools during the Civil Rights Movement.[17] Contemporary commitments to racial justice in Adult Education include initiatives in the workplace [18][19] and beyond[20][21][22]

Objectives

The primary purpose of adult education is to provide a second chance for those who are poor in society or who have lost access to education for other reasons in order to achieve social justice and equal access to education.[23] Therefore, adult education is often a social policy of the government. Continuing education can help adults maintain certifications, fulfill job requirements and stay up to date on new developments in their field. Also, the purpose of adult education can be vocational, social, recreational or for self-development.[24] One of its goals may be to help adult learners satisfy their personal needs and achieve their professional goals.[25] With the development of economy and the progress of society, the requirement of human quality has been raised. In the 1960s, the proposition of "lifelong education" was put forward, which led to the change of contemporary educational concepts.[26] Therefore, its ultimate goal might be to achieve human fulfillment. The goal might also be to achieve an institution's needs. For example, this might include improving its operational effectiveness and productivity. A larger scale goal of adult education may be the growth of society by enabling its citizens to keep up with societal change and maintain good social order.[1]

One fast-growing sector of adult education is English for Speakers of Other Languages (ESOL), also referred to as English as a Second Language (ESL) or English Language Learners (ELL).[27] These courses are key in assisting immigrants with not only the acquisition of the English language, but the acclimation process to the culture of the United States as well as other English speaking countries like Canada, Australia, and New Zealand.[28]

Theories

Eduard C. Lindeman's theories

Eduard C. Lindeman was the first expert who gave a systematic account of adult education. In his theory of education, education is regarded as a lifelong process.[29] He pointed out that due to the constant development and change of social life and the surrounding environment, knowledge, and information are in a cycle of constant transmission, supplement and update, which requires people to keep learning to adapt to the changes in the outside world.[29] At the same time, he believes that adult learners should not only learn for the needs of work and survival, but also have the opportunity to enrich themselves. He insists that adult education is an inspiring life-changing tool.[29] Adult education should not only help people improve their skills and abilities in work, but also guide people to find happiness outside work.

Otherwise, Lindeman also proposed that the most valuable resource for adult learners is the learner's experience.[29] He believes that the purpose of adult education is to give meaning to all kinds of experience. Experience can enhance learners' autonomous learning and cognitive ability.

In addition, Lindeman believes that adult education is an important means of improving society.[30] The basic function of adult education is to promote the physical and mental development of adult learners. He argues that adult education is a powerful tool for social activists. Through adult education, the personal code of conduct and cultural knowledge of adult learners should be improved to gradually improve the social atmosphere and order.[30]

Andragogy

The principles of andragogy flow directly from an understanding of the characteristics of adults as learners and can be recognized when we understand the characteristics of adults, and see the way those characteristics influence how adults learn best.[31] Teachers who follow the principles of andragogy when choosing materials for training and when designing program delivery, find that their learners progress more quickly, and are more successful in reaching their goals.[31]

Malcolm Knowles introduces andragogy as the central theory of adult learning in the 1970s, defining andragogy as “the art and science of helping adults learn.[23] Knowles's andragogy theory helps adults use their experiences to create new learning from previous understandings. Knowles believes that preparation for learning is related to the relevance of learning to adult life, and that they bring an ever-expanding experience that can serve as a learning resource.[26]

Andragogy proposes the following six main assumptions about adults as learners:

1) As a person matures, his or her self-concept moves from that of a dependent personality toward one of a self-directing human being;

2) An adult has rich experiences that accumulated through family responsibilities, work-related activities, and prior education;

3) The readiness of an adult to learn is closely connected to the developmental tasks of his or her social role;

4) As a person matures, he or she refers to immediacy application of knowledge rather than the future application of knowledge which used to have occurred in his or her childhood;

5) An adult is motivated to involve in any form of learning based on his or her internal drives rather than external ones;

6) Adults need to know why they need to learn something.[23]

Further, Knowles suggests that these characteristics should be taken into consideration when designing programs for adults as well as facilitating their learning process.[23]

Also, Knowles proposes a model of self-directed learning.[26] In Knowles's view, self-directed learning is a process. Individuals will actively diagnose their learning needs, propose learning goals, select and implement appropriate learning strategies, and evaluate learning results.[26] This learning model makes them think that they are the masters of learning, thus encouraging the confidence of adult learners to learn actively.

Challenges and motivating factors

Adults have many responsibilities that they must balance against the demands of learning. Because of these responsibilities, adults have barriers and challenges against participating in learning and continuing their education. The barriers can be classified into three groups including institutional, situational, and dispositional.[32]

Some situational barriers include the lack of time balancing career and family demands, the higher cost of education, and transportation. Dispositional barriers include lack of confidence, embarrassment, and a fear of failure. Institutional barriers include challenges that the college provides in relation to admission, admission requirements, and financial aid requirements from the education facility.[33] Other institutional barriers include the lack of evening and weekend hours from administrative offices such as financial aid, bursar, or academic advising.[34] The lack of evening and weekend hours impedes these students from receiving the necessary information for their retention and academic success. Distance and/or online learning can also address some problems with adult education that cause these barriers.[35]

Meanwhile, research illustrates that understanding the motivations and barriers of adult learners can increase their enrollment and retention. [36][37] Additional research shows that adult learners are more motivated in the classroom when they can clearly identify the application of their education to their professional or personal experiences.[37] When instructors recognize their students’ characteristics, they can develop lessons that address both the strengths and the needs of each student. Adults that are motivated, have confidence, and positive self-esteem are more likely to develop into lifelong learners.

In fast-developing countries, the qualifications of adults fall far behind those of young people, and may no longer match the requirements of a developed economy. This implies strong potential demand for the education and training of adults. This demand needs to be met through flexible modes of study which are suitable for adults, avenues of access that recognize informal prior learning, and the supports necessary for adults with limited formal education to succeed in further study.[38]

Characteristics of non-participating adults in education

Previous research findings suggest that as adults get older, they are less likely to participate in AE (Adult Education). The International Adult Literacy Survey (IALS), nationally representative samples of adults aged 16–65 in 23 OECD countries, has found that older age groups had lower participation rates than younger age groups [39] Particularly, adults aged 16 to 25 were on average about three times more likely to participate than older adults aged 56 to 65.

Eurobarometer survey, national representative samples of adult aged 15 to 65 of European Union countries, also revealed that adults in the three youngest age groups examined (ages 15–24, ages 25–39, and ages 40–54) were more likely to participate in AE than age group of 55+.[40] Moreover, the Eurobarometer survey shows that participation rate declined from younger to older adults. Participation rate of European countries was 59% for adults aged 15–24. The rate began to decline 38% for adults aged 25–39 and it also fell down to 31% for adults aged 40–54. Participation rate was 17% for adults above 55.[40] Reason of why older adults' participation declined relates mainly to lack of promotion and support. When people get old, their chances to take promotion for any AE programs are reduced.

In many OECD and European countries, employers often support their workers to attend in AE programs since they consider that workers with higher-educated and skilled are crucial indicators of development for companies.[41] Therefore, older adults cannot get promotions from their employers because of the gradual loss of seniority, learning ability and performance.[42] Since older adults are rarely offered a promotion from their employers, and the cost would be an obstacle for participation, they are unable to take the courses even if they wanted to take part in programmes. Moreover, lack of motivation and unavailability of learning opportunities could be additional reasons of older adults' low-participation).[42]

Findings of previous research are quite mixed when participation in AE comes to gender. According to the IALS, there is no a statistically significant difference between men and women in AE.[39] However, the average participation rate of men was a bit higher than women.[39] It was 38.7% for men and 37.9% for women. The Eurobarometer survey shows a similar result to the IALS data. Specifically the average participation of males was 35%; while, it was 30% for females.[40] Women's low participation is mainly resulted from family burdens and lack of financial support.[42] However, an opposite tendency can be observed in the US. A study based on National Household Education Survey [NCES] in 2001 revealed that although gender difference did not exist much, females were more likely to participate in AE than males in the US.[40] The participation rate was 49% for women and 43% for men.[40]

Educational attainment is determined as the most important factor in predicting participation in AE. It is known that those with higher levels of educational attainment participate more in AE programs.

The IALS showed that there was a clear relationship between previous educational attainment and participation in AE.[39] The data found those with low educational background were less likely to participate in OECD countries. Specifically, the participation rate was 57.6% for adults who completed college or university education; while, it was 15.5% for adults who did not complete high school.[39]

The Eurobarometer survey also showed that 87% of low-educated people belonged to the non-participant group.[40] Reason of low or non-participation of the less-educated can be explained from perspectives of individual and employers.[42] Individual point illustrated that low self-confidence regarding the learning, which mainly derived from previous bad educational experiences, could be a major obstacle for the less-educated. Apart from low self-confidence, those less-educated might not perceive their need of participation or might actually not have a need to participate. Yet, employers' view was apparent that they tended to support high-educated because they were more trainable than the low-educated. Therefore, the participation of the less-educated was low since they could not get promotions from their employers.

At last, adults who come from a better socio-economic background tend to participate more in AE programs. The OECD data showed that higher the parent' educational level could produce the higher participation rate.[42]

Summarizing above findings, people, those are young and men, with high levels of education, high-status of jobs are more likely to take part in any form of education and training. On the contrary, typical non-participants tend to be women, older, less educated, and coming from poor socio-economic backgrounds. In addition, less-skilled, unemployed, immigrants, language minorities, and rural residents are less likely to participate in AE programmes.

Deterring factors for participation in education

Deterrents are characteristics that explain why adults respond in negative manners to participate in education and learning. Deterrents faced by adults are multifaceted, including both external and internal factors. However, cost and time have been remained as the most frequently reported deterrents.[39][40][43] Large sampled (nationwide and international) surveys on barriers to participation such as a study of National Center for Education Statistics (NCES) of the US, IALS and Eurobarometer indicated that time and cost were the main deterrents for adults.[39][40][43] Moreover, some empirical studies discovered time and cost as the most cited deterrents through studying various groups of adults.[44] Cost includes tuition fee of a programme as well as extra expenditures for learning such as clothes, food, transportation and other school necessities (textbooks and stationaries).[45] It is well known that adults less educated, low-skilled and unemployed are less likely to participate in education/learning. For the unemployed, it is obvious that cost can hinder their participation in education.[46][47] And those lacking education and skills must be paid low salaries.[48] In this way, cost could be the most influential deterrent. Even employed adults seem not wanting to invest money for a course, but they could attend if their employers supported them financially. For the time barrier, most adults involved in the above-mentioned studies reported that they could not participate in educational activities due to lack of time.[44] Adults tended to say that they were busy with their daily routines. Apart from cost and time deterrents, family and job commitments are other most commonly cited deterrents.[49] The large sampled surveys and empirical studies as mentioned earlier revealed that adults tended to report family and job responsibilities as deterrents and rated right after the cost and time deterrents. However, Milana suggested that busy workload and family responsibilities can be associated with the time barrier, otherwise time barrier itself is a vague concept.[42] Adults feel they do not have time to learn because they are busy at work and home. Thus, the time barrier should be considered in line with family and job commitments. After above-mentioned deterrents, another mostly reported deterrent is irrelevant and inadequate supplies of trainings/activities. In other words, AE programs and courses do not always suit the needs of adult learners.[42] It, therefore, is also important for educational planners to recognize that AE opportunities available may not always suit the learner's need.

Deterrents related to an individual's internal issues tend to be reported in lowest rate. For example, the IALS showed that the least deterrent was lack of self-confidence.[39] Also, the Eurobarometer survey indicated that adults’ perception of being too old to learn was the least significant deterrent.[40]

Moreover, perceived deterrents are differentiated into social groups. Johnstone and Rivera found that older adults faced more dispositional barriers such as low self-confidence and too late for being learners.[42] Also, younger adults and women were more experienced with situational barriers such as cost and child care arrangements. Among the less educated, one's low-confidence regarding the learning ability could be the main deterrent.[42]

Benefits

Adult education can have many benefits ranging from better health and personal well-being to greater social inclusion. It can also support the function of democratic systems and provide greater opportunities for finding new or better employment. Adult education has been shown to have a positive impact on the economy.[50]

Adult education provides opportunities for personal growth, goal fulfillment & socialization. Chris McAllister's research of semi-structured interviews with older adult learners shows a motivation to communicate with people and to get out of the house to keep mentally active.[51] Researchers have documented the social aspects of older adult education.[52]

Friendship was described as an important aspect of adult learning. The classroom is seen as a part of their social network. In recent studies, the friendships that are made between adults seem to have an increasing effect on their social structure as a whole.[53]

The development of social networks and support was found to be a key motivation of adult learners. As editor of a book entitled Adult Education and Health, Leona English claims that including health education as part of adult education makes for a healthier community.[54]

When surveying adult education programs in Japan, Nojima found that classes focusing on hobbies and very specific recreational activities were by far the most popular.[55] The author noted that more time, money and resources needed to be in place so participants would be able to take advantage of these types of activities. Withnall explored the influences on later life learning in various parts in the U.K.[56] Results were similar in that later in life education afforded these older adults opportunities to socialize. Some experts claim that adult education has a long-term impact on the economy and that there is a correlation between innovation and learning at the workplace.[50]

Monitoring

 
Adult education class, Nigeria

Global Reports on Adult Learning and Education (GRALE)

Global Reports on Adult Learning and Education (GRALE) are a series of reports that monitor progress on Adult Learning and Education (ALE), promote action, identify trends in the field of ALE, and explore solutions to challenges. GRALE play a key role in meeting UNESCO's commitment to monitor and report on countries’ implementation of the Belém Framework for Action. This Framework was adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Learning and Education (CONFINTEA VI), which was held in Belém, Brazil, in 2009. In the Belém Framework for Action, countries agreed to improve ALE across five areas of action: policy; governance; financing; participation, inclusion and equity; and quality.[57][58]

Adult and youth literacy rate

According to the most recent estimates, the global youth literacy rate is 91%, meaning 102 million youth lack basic literacy skills. In low-income countries, one in three young people still cannot read.[59]

The adult literacy rate is 86%, which means 750 million adults lack basic literacy skills. There are 92 literate women for every 100 literate men globally, and in low-income countries, as few as 77 literate women for every 100 literate men. The literacy rate is expected to continue to grow steadily in countries in all income groups.[59]

At the global level, the youth literacy rate is expected to reach 94% by 2030 and the adult literacy rate 90%. In low-income countries, less than 70% of adults and slightly more than 80% of youth aged 15 to 24 years are projected to have basic literacy skills by 2030.[59]

See also

By geographic region

Other information

Educators

Historical

Organizations

Citations

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  52. ^ Sloane-Seale;Kops, Atlanta; Bill (2010). "Older Adults' Participation in Education and Successful Aging: Implications for University Continuing Education in Canada". Canadian Journal of University Continuing Education. v36 n1.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  53. ^ Fiori, Katherine L.; Windsor, Tim D.; Huxhold, Oliver (2020). "The Increasing Importance of Friendship in Late Life: Understanding the Role of Sociohistorical Context in Social Development". Gerontology. 66 (3): 286–294. doi:10.1159/000505547. ISSN 0304-324X. PMID 32088720. S2CID 211263144.
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  55. ^ Nojima, Masaya (2010). "Japan's Approach to Continuing Education for Senior Citizens". Bunkyo University: 463–471.
  56. ^ Withnall, Alexandra (2006). "Exploring influences on later life learning". International Journal of Lifelong Education: 24–29.
  57. ^ UNESCO Institute for Lifelong Learning. 2010b. Belém Framework for Action. Hamburg. http://unesdoc.unesco.org/images/0018/001877/187789m.pdf
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  59. ^ a b c #CommitToEducation. UNESCO. 2019. ISBN 978-92-3-100336-3.

Sources

  •   This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from 3rd global report on adult learning and education: the impact of adult learning and education on health and well-being, employment and the labour market, and social, civic and community life, 19, UNESCO, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use.
  •   This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from #CommitToEducation, 35, UNESCO, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use.
  •   This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from Pathways of progression: linking technical and vocational education and training with post-secondary education, UNESCO, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use.

External links

  • The Council for Adult and Experiential Learning (USA)
  • UNESCO Institute for Lifelong Learning (UIL)
  • National Center for the Study of Adult Learning and Literacy (NCSALL U.S.)
  • BBC Adult Learners resources
  • "Equipped for the Future - EFF Fundamentals". eff.cls.utk.edu. Retrieved 3 November 2015.
  • The Profession and Practice of Adult Education: An Introduction

adult, education, hall, oates, song, adult, education, song, journal, adult, education, quarterly, examples, perspective, this, article, deal, primarily, with, united, states, represent, worldwide, view, subject, improve, this, article, discuss, issue, talk, p. For the Hall amp Oates song see Adult Education song For the journal see Adult Education Quarterly The examples and perspective in this article deal primarily with the United States and do not represent a worldwide view of the subject You may improve this article discuss the issue on the talk page or create a new article as appropriate May 2020 Learn how and when to remove this template message Adult education distinct from child education is a practice in which adults engage in systematic and sustained self educating activities in order to gain new forms of knowledge skills attitudes or values 1 It can mean any form of learning adults engage in beyond traditional schooling encompassing basic literacy to personal fulfillment as a lifelong learner 2 and to ensure the fulfillment of an individual Exemplary situation a workshop In particular adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn that they are able and willing to take responsibility for the learning and that the learning itself should respond to their needs 3 Driven by what one needs or wants to learn the available opportunities and the manner in which one learns adult learning is affected by demographics globalization and technology 4 The oldest man to enroll in primary school in Kenya is one Kimani Ng ang a Maruge who was an 84 year old from Kariobangi Nairobi 5 The learning happens in many ways and in many contexts just as all adults lives differ 6 Adult learning can be in any of the three contexts i e Formal Structured learning that typically takes place in an education or training institution usually with a set curriculum and carries credentials Non formal Learning that is organized by educational institutions but non credential Non formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups Informal education Learning that goes on all the time resulting from daily life activities related to work family community or leisure e g community baking class 7 8 The World Bank s 2019 World Development Report on The Changing Nature of Work 9 argues that adult learning is an important channel to help readjust workers skills to fit in the future of work and suggests ways to improve its effectiveness Contents 1 Characteristics 2 Objectives 3 Theories 3 1 Eduard C Lindeman s theories 3 2 Andragogy 4 Challenges and motivating factors 4 1 Characteristics of non participating adults in education 4 2 Deterring factors for participation in education 5 Benefits 6 Monitoring 6 1 Global Reports on Adult Learning and Education GRALE 6 2 Adult and youth literacy rate 7 See also 7 1 By geographic region 7 2 Other information 7 3 Educators 7 4 Historical 7 5 Organizations 8 Citations 9 Sources 10 External linksCharacteristics EditEducating adults differs from educating children in several ways given that adults have accumulated knowledge and work experience which can add to the learning experience 10 Most adult education is voluntary therefore the participants are generally self motivated unless required to participate by an employer 11 12 The practice of adult education is referred to as andragogy to distinguish it from the traditional school based education for children pedagogy Unlike children adults are seen as more self directed rather than relying on others for help Adults are mature and therefore have knowledge and have gained life experiences which provide them a foundation of learning An adult s readiness to learn is linked to their need to have the information Their orientation to learn is problem centered rather than subject centered Their motivation to learn is internal 12 Adults frequently apply their knowledge in a practical fashion to learn effectively They must have a reasonable expectation that the knowledge they gain will help them further their goals For example during the 1990s many adults including mostly office workers enrolled in computer training courses These courses would teach basic use of the operating system or specific application software Because the abstractions governing the user s interactions with a PC were so new many people who had been working white collar jobs for ten years or more eventually took such training courses either at their own whim to gain computer skills and thus earn higher pay or at the behest of their managers The purpose of adult education in the form of college or university is distinct In these institutions the aim is typically related to personal growth and development as well as occupation and career preparedness Adult education that focuses specifically on the workplace is often referred to as human resource development Another goal might be to not only sustain the democratic society but to even challenge and improve its social structure 1 A common problem in adult education in the US is the lack of professional development opportunities for adult educators Most adult educators come from other professions and are not well trained to deal with adult learning issues Most of the positions available in this field are only part time without any benefits or stability since they are usually funded by government grants that might last for only a couple of years However in some countries which contain the advanced systems of adult education professional development is available through post secondary institutions and provide professional development through their ministry of education or school boards and through nongovernmental organizations 13 In addition there are programs about adult education for existing and aspiring practitioners offered at various academic levels by universities colleges and professional organizations 14 Adult educators have long maintained commitments to racial justice and other forms of social justice struggle 15 16 which included extensive work at Freedom Schools during the Civil Rights Movement 17 Contemporary commitments to racial justice in Adult Education include initiatives in the workplace 18 19 and beyond 20 21 22 Objectives EditThe primary purpose of adult education is to provide a second chance for those who are poor in society or who have lost access to education for other reasons in order to achieve social justice and equal access to education 23 Therefore adult education is often a social policy of the government Continuing education can help adults maintain certifications fulfill job requirements and stay up to date on new developments in their field Also the purpose of adult education can be vocational social recreational or for self development 24 One of its goals may be to help adult learners satisfy their personal needs and achieve their professional goals 25 With the development of economy and the progress of society the requirement of human quality has been raised In the 1960s the proposition of lifelong education was put forward which led to the change of contemporary educational concepts 26 Therefore its ultimate goal might be to achieve human fulfillment The goal might also be to achieve an institution s needs For example this might include improving its operational effectiveness and productivity A larger scale goal of adult education may be the growth of society by enabling its citizens to keep up with societal change and maintain good social order 1 One fast growing sector of adult education is English for Speakers of Other Languages ESOL also referred to as English as a Second Language ESL or English Language Learners ELL 27 These courses are key in assisting immigrants with not only the acquisition of the English language but the acclimation process to the culture of the United States as well as other English speaking countries like Canada Australia and New Zealand 28 Theories EditEduard C Lindeman s theories Edit Main article Eduard C Lindeman Eduard C Lindeman was the first expert who gave a systematic account of adult education In his theory of education education is regarded as a lifelong process 29 He pointed out that due to the constant development and change of social life and the surrounding environment knowledge and information are in a cycle of constant transmission supplement and update which requires people to keep learning to adapt to the changes in the outside world 29 At the same time he believes that adult learners should not only learn for the needs of work and survival but also have the opportunity to enrich themselves He insists that adult education is an inspiring life changing tool 29 Adult education should not only help people improve their skills and abilities in work but also guide people to find happiness outside work Otherwise Lindeman also proposed that the most valuable resource for adult learners is the learner s experience 29 He believes that the purpose of adult education is to give meaning to all kinds of experience Experience can enhance learners autonomous learning and cognitive ability In addition Lindeman believes that adult education is an important means of improving society 30 The basic function of adult education is to promote the physical and mental development of adult learners He argues that adult education is a powerful tool for social activists Through adult education the personal code of conduct and cultural knowledge of adult learners should be improved to gradually improve the social atmosphere and order 30 Andragogy Edit The principles of andragogy flow directly from an understanding of the characteristics of adults as learners and can be recognized when we understand the characteristics of adults and see the way those characteristics influence how adults learn best 31 Teachers who follow the principles of andragogy when choosing materials for training and when designing program delivery find that their learners progress more quickly and are more successful in reaching their goals 31 Malcolm Knowles introduces andragogy as the central theory of adult learning in the 1970s defining andragogy as the art and science of helping adults learn 23 Knowles s andragogy theory helps adults use their experiences to create new learning from previous understandings Knowles believes that preparation for learning is related to the relevance of learning to adult life and that they bring an ever expanding experience that can serve as a learning resource 26 Andragogy proposes the following six main assumptions about adults as learners 1 As a person matures his or her self concept moves from that of a dependent personality toward one of a self directing human being 2 An adult has rich experiences that accumulated through family responsibilities work related activities and prior education 3 The readiness of an adult to learn is closely connected to the developmental tasks of his or her social role 4 As a person matures he or she refers to immediacy application of knowledge rather than the future application of knowledge which used to have occurred in his or her childhood 5 An adult is motivated to involve in any form of learning based on his or her internal drives rather than external ones 6 Adults need to know why they need to learn something 23 Further Knowles suggests that these characteristics should be taken into consideration when designing programs for adults as well as facilitating their learning process 23 Also Knowles proposes a model of self directed learning 26 In Knowles s view self directed learning is a process Individuals will actively diagnose their learning needs propose learning goals select and implement appropriate learning strategies and evaluate learning results 26 This learning model makes them think that they are the masters of learning thus encouraging the confidence of adult learners to learn actively Challenges and motivating factors EditAdults have many responsibilities that they must balance against the demands of learning Because of these responsibilities adults have barriers and challenges against participating in learning and continuing their education The barriers can be classified into three groups including institutional situational and dispositional 32 Some situational barriers include the lack of time balancing career and family demands the higher cost of education and transportation Dispositional barriers include lack of confidence embarrassment and a fear of failure Institutional barriers include challenges that the college provides in relation to admission admission requirements and financial aid requirements from the education facility 33 Other institutional barriers include the lack of evening and weekend hours from administrative offices such as financial aid bursar or academic advising 34 The lack of evening and weekend hours impedes these students from receiving the necessary information for their retention and academic success Distance and or online learning can also address some problems with adult education that cause these barriers 35 Meanwhile research illustrates that understanding the motivations and barriers of adult learners can increase their enrollment and retention 36 37 Additional research shows that adult learners are more motivated in the classroom when they can clearly identify the application of their education to their professional or personal experiences 37 When instructors recognize their students characteristics they can develop lessons that address both the strengths and the needs of each student Adults that are motivated have confidence and positive self esteem are more likely to develop into lifelong learners In fast developing countries the qualifications of adults fall far behind those of young people and may no longer match the requirements of a developed economy This implies strong potential demand for the education and training of adults This demand needs to be met through flexible modes of study which are suitable for adults avenues of access that recognize informal prior learning and the supports necessary for adults with limited formal education to succeed in further study 38 Characteristics of non participating adults in education Edit Previous research findings suggest that as adults get older they are less likely to participate in AE Adult Education The International Adult Literacy Survey IALS nationally representative samples of adults aged 16 65 in 23 OECD countries has found that older age groups had lower participation rates than younger age groups 39 Particularly adults aged 16 to 25 were on average about three times more likely to participate than older adults aged 56 to 65 Eurobarometer survey national representative samples of adult aged 15 to 65 of European Union countries also revealed that adults in the three youngest age groups examined ages 15 24 ages 25 39 and ages 40 54 were more likely to participate in AE than age group of 55 40 Moreover the Eurobarometer survey shows that participation rate declined from younger to older adults Participation rate of European countries was 59 for adults aged 15 24 The rate began to decline 38 for adults aged 25 39 and it also fell down to 31 for adults aged 40 54 Participation rate was 17 for adults above 55 40 Reason of why older adults participation declined relates mainly to lack of promotion and support When people get old their chances to take promotion for any AE programs are reduced In many OECD and European countries employers often support their workers to attend in AE programs since they consider that workers with higher educated and skilled are crucial indicators of development for companies 41 Therefore older adults cannot get promotions from their employers because of the gradual loss of seniority learning ability and performance 42 Since older adults are rarely offered a promotion from their employers and the cost would be an obstacle for participation they are unable to take the courses even if they wanted to take part in programmes Moreover lack of motivation and unavailability of learning opportunities could be additional reasons of older adults low participation 42 Findings of previous research are quite mixed when participation in AE comes to gender According to the IALS there is no a statistically significant difference between men and women in AE 39 However the average participation rate of men was a bit higher than women 39 It was 38 7 for men and 37 9 for women The Eurobarometer survey shows a similar result to the IALS data Specifically the average participation of males was 35 while it was 30 for females 40 Women s low participation is mainly resulted from family burdens and lack of financial support 42 However an opposite tendency can be observed in the US A study based on National Household Education Survey NCES in 2001 revealed that although gender difference did not exist much females were more likely to participate in AE than males in the US 40 The participation rate was 49 for women and 43 for men 40 Educational attainment is determined as the most important factor in predicting participation in AE It is known that those with higher levels of educational attainment participate more in AE programs The IALS showed that there was a clear relationship between previous educational attainment and participation in AE 39 The data found those with low educational background were less likely to participate in OECD countries Specifically the participation rate was 57 6 for adults who completed college or university education while it was 15 5 for adults who did not complete high school 39 The Eurobarometer survey also showed that 87 of low educated people belonged to the non participant group 40 Reason of low or non participation of the less educated can be explained from perspectives of individual and employers 42 Individual point illustrated that low self confidence regarding the learning which mainly derived from previous bad educational experiences could be a major obstacle for the less educated Apart from low self confidence those less educated might not perceive their need of participation or might actually not have a need to participate Yet employers view was apparent that they tended to support high educated because they were more trainable than the low educated Therefore the participation of the less educated was low since they could not get promotions from their employers At last adults who come from a better socio economic background tend to participate more in AE programs The OECD data showed that higher the parent educational level could produce the higher participation rate 42 Summarizing above findings people those are young and men with high levels of education high status of jobs are more likely to take part in any form of education and training On the contrary typical non participants tend to be women older less educated and coming from poor socio economic backgrounds In addition less skilled unemployed immigrants language minorities and rural residents are less likely to participate in AE programmes Deterring factors for participation in education Edit Deterrents are characteristics that explain why adults respond in negative manners to participate in education and learning Deterrents faced by adults are multifaceted including both external and internal factors However cost and time have been remained as the most frequently reported deterrents 39 40 43 Large sampled nationwide and international surveys on barriers to participation such as a study of National Center for Education Statistics NCES of the US IALS and Eurobarometer indicated that time and cost were the main deterrents for adults 39 40 43 Moreover some empirical studies discovered time and cost as the most cited deterrents through studying various groups of adults 44 Cost includes tuition fee of a programme as well as extra expenditures for learning such as clothes food transportation and other school necessities textbooks and stationaries 45 It is well known that adults less educated low skilled and unemployed are less likely to participate in education learning For the unemployed it is obvious that cost can hinder their participation in education 46 47 And those lacking education and skills must be paid low salaries 48 In this way cost could be the most influential deterrent Even employed adults seem not wanting to invest money for a course but they could attend if their employers supported them financially For the time barrier most adults involved in the above mentioned studies reported that they could not participate in educational activities due to lack of time 44 Adults tended to say that they were busy with their daily routines Apart from cost and time deterrents family and job commitments are other most commonly cited deterrents 49 The large sampled surveys and empirical studies as mentioned earlier revealed that adults tended to report family and job responsibilities as deterrents and rated right after the cost and time deterrents However Milana suggested that busy workload and family responsibilities can be associated with the time barrier otherwise time barrier itself is a vague concept 42 Adults feel they do not have time to learn because they are busy at work and home Thus the time barrier should be considered in line with family and job commitments After above mentioned deterrents another mostly reported deterrent is irrelevant and inadequate supplies of trainings activities In other words AE programs and courses do not always suit the needs of adult learners 42 It therefore is also important for educational planners to recognize that AE opportunities available may not always suit the learner s need Deterrents related to an individual s internal issues tend to be reported in lowest rate For example the IALS showed that the least deterrent was lack of self confidence 39 Also the Eurobarometer survey indicated that adults perception of being too old to learn was the least significant deterrent 40 Moreover perceived deterrents are differentiated into social groups Johnstone and Rivera found that older adults faced more dispositional barriers such as low self confidence and too late for being learners 42 Also younger adults and women were more experienced with situational barriers such as cost and child care arrangements Among the less educated one s low confidence regarding the learning ability could be the main deterrent 42 Benefits EditAdult education can have many benefits ranging from better health and personal well being to greater social inclusion It can also support the function of democratic systems and provide greater opportunities for finding new or better employment Adult education has been shown to have a positive impact on the economy 50 Adult education provides opportunities for personal growth goal fulfillment amp socialization Chris McAllister s research of semi structured interviews with older adult learners shows a motivation to communicate with people and to get out of the house to keep mentally active 51 Researchers have documented the social aspects of older adult education 52 Friendship was described as an important aspect of adult learning The classroom is seen as a part of their social network In recent studies the friendships that are made between adults seem to have an increasing effect on their social structure as a whole 53 The development of social networks and support was found to be a key motivation of adult learners As editor of a book entitled Adult Education and Health Leona English claims that including health education as part of adult education makes for a healthier community 54 When surveying adult education programs in Japan Nojima found that classes focusing on hobbies and very specific recreational activities were by far the most popular 55 The author noted that more time money and resources needed to be in place so participants would be able to take advantage of these types of activities Withnall explored the influences on later life learning in various parts in the U K 56 Results were similar in that later in life education afforded these older adults opportunities to socialize Some experts claim that adult education has a long term impact on the economy and that there is a correlation between innovation and learning at the workplace 50 Monitoring Edit Adult education class Nigeria Global Reports on Adult Learning and Education GRALE Edit Main article Global Reports on Adult Learning and Education GRALE Global Reports on Adult Learning and Education GRALE are a series of reports that monitor progress on Adult Learning and Education ALE promote action identify trends in the field of ALE and explore solutions to challenges GRALE play a key role in meeting UNESCO s commitment to monitor and report on countries implementation of the Belem Framework for Action This Framework was adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Learning and Education CONFINTEA VI which was held in Belem Brazil in 2009 In the Belem Framework for Action countries agreed to improve ALE across five areas of action policy governance financing participation inclusion and equity and quality 57 58 Adult and youth literacy rate Edit According to the most recent estimates the global youth literacy rate is 91 meaning 102 million youth lack basic literacy skills In low income countries one in three young people still cannot read 59 The adult literacy rate is 86 which means 750 million adults lack basic literacy skills There are 92 literate women for every 100 literate men globally and in low income countries as few as 77 literate women for every 100 literate men The literacy rate is expected to continue to grow steadily in countries in all income groups 59 At the global level the youth literacy rate is expected to reach 94 by 2030 and the adult literacy rate 90 In low income countries less than 70 of adults and slightly more than 80 of youth aged 15 to 24 years are projected to have basic literacy skills by 2030 59 See also EditBy geographic region Edit Education in Africa Overview of education in Africa Adult education in China Overview of education in China Adult education in Australia Adult education in the United Kingdom Adult Learning Wales Registered charity and adult education providerOther information Edit Adult high school Secondary school operated to serve adult students Andragogy Methods principles and theory of Andragogy used in adult education and training Autodidacticism also known as Heutagogy Independent education without the guidance of teachers Bullying of students in higher education Community college Educational institution in parts of Canada and the United States Community education Continuing education Education after high school apart from university Dialogue education Distance education Mode of delivering education to students who are not physically present Educational technology Use of technology in education to improve learning and teaching the use of electronic educational technology is also called e learning Environmental adult education Education Folk high school Type of adult education institution in some European countries in Scandinavia and Germany Folkbildning community education through learning circles in Scandinavia Geragogy Science of education of older adults International Society for Comparative Adult Education Comparative education Life skills Abilities for adaptive and positive behavior Lifelong learning Ongoing voluntary and self motivated pursuit of knowledge Literacy Ability to read and write Open University University in Milton Keynes England UK Open university School with minimal entry requirements general concept Part time learner in higher education Popular education Education out of traditional schooling systems aiming at transforming society Remedial education Vocational education Studies that prepares a person for a specific occupation Scuola serale in Italy Educators Edit Paulo Freire Brazilian educator and philosopher Malcolm Knowles Everett Dean Martin American minister Eduard C Lindeman Albert Mansbridge John Dewey American philosopher psychologist and educational reformer Julius Nyerere President of Tanzania from 1964 to 1985 Anna J Cooper Lory Schaff American educator for adult literacy 1932 2012 Historical Edit Chautauqua Lyceum movement US series of organizations sponsoring public education programs and entertainments Mechanics Institutes London Institution Former British educational institution The New School University in Greenwich Village New York CityOrganizations Edit Association for Talent Development Non profitable association College Board US educational testing non profit New York U S European Association for the Education of Adults EAEA International Council for Adult Education ICAE International educational organization UPCEA University Professional and Continuing Education Association adult and online education non profit association Workers Educational Association UK provider of adult education and charityCitations Edit a b c Merriam Sharan B amp Brockett Ralph G The Profession and Practice of Adult Education An Introduction Jossey Bass 2007 p 7 ISBN 978 0 78790 290 2 What is adult education About com Adult Education The Canadian Encyclopedia Retrieved 19 October 2014 Baumgartner Sharan B Merriam Rosemary S Cafarella Lisa M Caffarella Rosemary S Baumgartner Lisa M 2007 Learning in adulthood a comprehensive guide 3rd ed San Francisco Jossey Bass p 7 ISBN 978 0 7879 7588 3 Star Mt Kenya Maruge family We ve been abandoned The Standard Retrieved 2022 01 28 Fenwick Tara J Nesbit Tom Spencer Bruce 2006 Contexts of adult education Canadian perspectives Toronto Thompson Educational Publ p 17 ISBN 9781550771602 Spencer Bruce 2006 The purposes of adult education a short introduction 2nd ed Toronto Thompson Educational Pub pp 9 10 ISBN 9781550771619 Adult learning in Canada Characteristics of learners Statistics Canada Retrieved 19 October 2014 World Bank World Development Report 2019 The Changing Nature of Work Bohonos Jeremy Appreciating the Experiences and Expertise of Adult Students Journal of College Orientation and Transition 20 2 Spencer Bruce 2006 The purposes of adult education a short introduction 2nd ed Toronto Thompson Educational Pub p 4 ISBN 9781550771619 a b Knowles Malcolm 1984 The adult learner a neglected species 3rd ed Houston Gulf Pub Co Book Division ISBN 978 0 87201 005 5 Council of Ministers of Education Canada Adult Learning and Education Canada progress report for the UNESCO Global Report on Adult Learning and Education GRALE and the end of the United Nations Literacy Decade PDF Retrieved 19 October 2014 Nesbit Tom Spring 2011 Canadian Adult Education Still a Movement Canadian Journal of University Continuing Education 37 1 2 doi 10 21225 d52s3s Brown Angela H Cervero Ronald M Johnson Bailey Juanita August 2000 Making the Invisible Visible Race Gender and Teaching in Adult Education Adult Education Quarterly 50 4 273 288 doi 10 1177 074171360005000402 ISSN 0741 7136 S2CID 143846207 Bowman Lorenzo June 2005 Race and Continuing Legal Education From the Functionalist Approach to the Critical Approach Adult Learning 16 3 4 14 17 doi 10 1177 104515950501600303 ISSN 1045 1595 S2CID 143249568 Charron Katherine Mellen 2012 Freedom s Teacher The Life of Septima Clark ISBN 978 0 8078 7222 2 Bohonos Jeremy W Sisco Stephanie June 2021 Advocating for social justice equity and inclusion in the workplace An agenda for anti racist learning organizations New Directions for Adult and Continuing Education 2021 170 89 98 doi 10 1002 ace 20428 ISSN 1052 2891 S2CID 240576110 Bohonos Jeremy W November 2019 Including Critical Whiteness Studies in the Critical Human Resource Development Family A Proposed Theoretical Framework Adult Education Quarterly 69 4 315 337 doi 10 1177 0741713619858131 ISSN 0741 7136 S2CID 197710425 Alfred Mary V 2021 Race and the politics of exclusion The socio historical contexts of Black brutality and the emergence of the Black Lives Matter movement New Directions for Adult and Continuing Education 2021 170 9 19 doi 10 1002 ace 20421 ISSN 1536 0717 S2CID 240568628 Roumell Elizabeth A James Gallaway ArCasia D 2021 Social movements community education and the fight for racial justice Black women and social transformation New Directions for Adult and Continuing Education 2021 170 21 31 doi 10 1002 ace 20422 ISSN 1536 0717 S2CID 239160617 Robinson Petra A Scott Jennifer L 2021 Immigrants and the politics of belonging Learning in the shadows New Directions for Adult and Continuing Education 2021 170 33 43 doi 10 1002 ace 20423 ISSN 1536 0717 S2CID 240522515 a b c d Margolis Jan 1970 THE MODERN PRACTICE OF ADULT EDUCATION Book Training amp Development Journal 24 11 47 Selman Gordon Cooke M Selman M Dampier P 1998 The foundations of adult education in Canada 2 ed Toronto Thompson Educational Publ ISBN 978 1550770834 Bohonos Jeremy Understanding Career Context as a Key to Recruiting Retaining and Best Serving Adult Students Journal of Adult Learning 2014 28 30 a b c d Cox Elaine 2015 Coaching and Adult Learning Theory and Practice New Directions for Adult and Continuing Education 2015 148 27 38 doi 10 1002 ace 20149 Adult English Language Instruction Archived from the original on 31 October 2012 Retrieved 11 December 2012 Faez Farahnaz Valeo Antonella September 2012 TESOL Teacher Education Novice Teachers Perceptions of Their Preparedness and Efficacy in the classroom PDF TESOL Quarterly 3 46 Retrieved 19 October 2014 a b c d Wallace James M Spring 1988 Adult Learning in America Eduard Lindeman and His Agenda for Lifelong Education book Educational Studies 19 1 76 a b The Lindeman Legacy Adult Learning 2 8 11 14 1991 doi 10 1177 104515959100200806 S2CID 220680281 a b LBS Practitioner Training Professional development support for Literacy and Basic Skills educators in Ontario Principles of Adult Learning Archived from the original on 2014 11 12 Retrieved 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Adult Learning International Perspectives Fundamentals of Educational Planning 83 International Institute for Educational Planning IIEP UNESCO a b Kim Kwang Hagedorn Mary Williamson Jennifer Chapman Christopher 2004 Participation in Adult Education and Lifelong Learning 2000 01 National Household Education Surveys of 2001 NCES 2004 050 ED Pubs P a b Chang D F 2012 Policy driven for lifelong learning and its effects Experiences of working adults in Taiwan US China Education Review Boeren E 2011 Participation in adult education Attitudes and barriers US China Education Review 3 369 382 Dube Makhosazane B Mlotshwa Puseletso R 2018 Factors influencing enrolled nursing students academic performance at a selected private nursing education institution in KwaZulu Natal Curationis 41 1 e1 e7 doi 10 4102 curationis v41i1 1850 ISSN 0379 8577 PMC 6131719 PMID 30198293 Illeris Knud 2006 Lifelong learning and the low skilled International Journal of Lifelong Education 25 1 15 28 doi 10 1080 02601370500309451 ISSN 0260 1370 S2CID 143998138 Rubenson Kjell Desjardins Richard 2009 The Impact of Welfare State Regimes on Barriers to Participation in Adult Education A Bounded Agency Model Adult Education Quarterly 59 3 187 207 doi 10 1177 0741713609331548 ISSN 0741 7136 S2CID 154653926 Narushima Miya 2008 More than nickels and dimes the health benefits of a community based lifelong learning programme for older adults International Journal of Lifelong Education 27 6 673 692 doi 10 1080 02601370802408332 ISSN 0260 1370 S2CID 144857311 a b Adult education has long term impact on the economy and society at large European Association for the Education of Adults EAEA Mundo J Archived from the original on 16 November 2017 Retrieved 15 November 2017 McAllister Chris September 22 2010 This is the beginning of my life educationally older 50 years working class adults participation in higher education in Scotland through the lens of critical educational gerontology International Journal of Lifelong Education 29 2010 Issue 5 5 547 563 doi 10 1080 02601370 2010 512802 S2CID 143075642 Sloane Seale Kops Atlanta Bill 2010 Older Adults Participation in Education and Successful Aging Implications for University Continuing Education in Canada Canadian Journal of University Continuing Education v36 n1 a href Template Cite journal html title Template Cite journal cite journal a CS1 maint multiple names authors list link Fiori Katherine L Windsor Tim D Huxhold Oliver 2020 The Increasing Importance of Friendship in Late Life Understanding the Role of Sociohistorical Context in Social Development Gerontology 66 3 286 294 doi 10 1159 000505547 ISSN 0304 324X PMID 32088720 S2CID 211263144 Fell Chambers Rachael 2014 Adult Education and Health International Journal of Lifelong Education 33 1 111 113 doi 10 1080 02601370 2013 854448 S2CID 143890696 Nojima Masaya 2010 Japan s Approach to Continuing Education for Senior Citizens Bunkyo University 463 471 Withnall Alexandra 2006 Exploring influences on later life learning International Journal of Lifelong Education 24 29 UNESCO Institute for Lifelong Learning 2010b Belem Framework for Action Hamburg http unesdoc unesco org images 0018 001877 187789m pdf UNESCO 2016 3rd global report on adult learning and education the impact of adult learning and education on health and well being employment and the labour market and social civic and community life PDF Paris UNESCO p 19 ISBN 978 92 820 1213 0 a b c CommitToEducation UNESCO 2019 ISBN 978 92 3 100336 3 Sources Edit This article incorporates text from a free content work Licensed under CC BY SA 3 0 IGO license statement permission Text taken from 3rd global report on adult learning and education the impact of adult learning and education on health and well being employment and the labour market and social civic and community life 19 UNESCO UNESCO UNESCO To learn how to add open license text to Wikipedia articles please see this how to page For information on reusing text from Wikipedia please see the terms of use This article incorporates text from a free content work Licensed under CC BY SA 3 0 IGO Text taken from CommitToEducation 35 UNESCO UNESCO UNESCO To learn how to add open license text to Wikipedia articles please see this how to page For information on reusing text from Wikipedia please see the terms of use This article incorporates text from a free content work Licensed under CC BY SA 3 0 IGO Text taken from Pathways of progression linking technical and vocational education and training with post secondary education UNESCO UNESCO UNESCO To learn how to add open license text to Wikipedia articles please see this how to page For information on reusing text from Wikipedia please see the terms of use External links Edit Wikisource has the text of a 1920 Encyclopedia Americana article about Adult education Wikimedia Commons has media related to Adult education The Council for Adult and Experiential Learning USA UNESCO Institute for Lifelong Learning UIL National Center for the Study of Adult Learning and Literacy NCSALL U S BBC Adult Learners resources Equipped for the Future EFF Fundamentals eff cls utk edu Retrieved 3 November 2015 The Profession and Practice of Adult Education An Introduction Retrieved from https en wikipedia org w index php title Adult education amp oldid 1135279533, wikipedia, wiki, book, books, library,

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